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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika Papanda Journal of Mathematics and Sciences Research
Ambarita, Zefanya Tabita
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Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Penggunaan Augmented Reality untuk Meningkatan Pemahaman Mahasiswa pada Materi Sifat Kelengkapan Bilangan Real (R) Ambarita, Zefanya Tabita; Sinuhaji, Ribka Dameria Br; Hasibuan, Anisah Larasati; Simanullang, Michael Christian
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 1 (2025): January - March 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i1.2786

Abstract

Teknologi Augmented Reality (AR) dapat membantu mahasiswa memahami konsep abstrak dalam bilangan real, seperti batas atas, batas bawah, supremum, infimum, dan aksioma kelengkapan. Oleh karena itu, penelitian ini bertujuan mengeksplorasi efektivitas penggunaan AR dalam meningkatkan pemahaman mahasiswa terhadap konsep tersebut. Kami menggunakan pendekatan studi kasus dengan melibatkan tiga mahasiswa yang telah mengikuti perkuliahan. Data dikumpulkan melalui tes esai sebelum dan sesudah penggunaan AR serta wawancara semi-terstruktur. Analisis data dilakukan dengan metode analisis deskriptif dan analisis tematik untuk mengidentifikasi pola perubahan pemahaman mahasiswa setelah menggunakan AR.  Hasil penelitian menunjukkan bahwa AR membantu mahasiswa memahami materi dengan lebih baik dibandingkan metode konvensional, karena memberikan pengalaman belajar yang lebih interaktif dan memungkinkan visualisasi konsep secara dinamis. Mahasiswa merasa lebih mudah memahami hubungan antar elemen dalam bilangan real dan lebih tertarik dalam proses pembelajaran. Namun, kami masih menemukan tantangan dalam menjelaskan konsep supremum dan infimum pada himpunan tak terhingga serta kebutuhan akan desain AR yang lebih optimal. Secara keseluruhan, penelitian ini menegaskan bahwa AR memiliki potensi besar dalam meningkatkan pemahaman konsep matematika abstrak. Dengan pengembangan lebih lanjut dan integrasi ke dalam kurikulum, AR dapat menjadi alat pembelajaran yang inovatif dan efektif dalam pendidikan matematika, terutama dalam memahami sifat kelengkapan bilangan real.
Analisis kesulitan siswa dalam pemecahan soal cerita sistem persamaan linear dua variabel berdasarkan tahapan polya Arsandy, Qory Septiani; Siregar, Anisa Rahmadani; Sinuhaji, Ribka Dameria; Ambarita, Zefanya Tabita; Sinaga, Victory Rajani; Siregar, Budi Halomoan
Papanda Journal of Mathematics and Science Research Vol. 4 No. 2 (2025): Volume 4 Nomor 2 September 2025
Publisher : Papanda Publisher

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Abstract

Mathematics is one of the subjects that plays an important role in training students' critical thinking and problem-solving skills. However, in practice, many students experience difficulties, especially when faced with story problems that require the ability to understand the context and translate it into a mathematical model. This study aims to analyze students' difficulties in solving word problems on the subject of Two-Variable Linear Equation Systems (SPLDV) based on Polya's problem-solving stages. This study uses a qualitative descriptive approach with 26 ninth-grade students from SMP Negeri 27 Medan as subjects. The research instrument was a written test on SPLDV story problems and was analyzed using Polya's stages, namely understanding the problem, devising a plan, implementing the plan, and checking the results. The results showed that students experienced difficulties at almost every stage. At the stage of understanding the problem, some students failed to identify important information and determine the variables correctly. In the planning stage, many students had difficulty converting the story problems into a system of linear equations. In the execution stage, errors mainly occurred in calculation operations and the application of the elimination and substitution methods. Meanwhile, in the checking stage, most students were unable to relate the solution to the context of the problem and rarely verified their answers. These findings confirm that students' difficulties are systematic, whereby failure at one stage has an impact on the next stage. Therefore, teachers need to emphasize problem-based learning by providing systematic exercises, accustoming students to verification, and training mathematical representation skills so that students are able to minimize errors in solving SPLDV story problems.
Co-Authors Arsandy, Qory Septiani Budi Halomoan Siregar Hasibuan, Anisah Larasati Michael Christian Simanullang Sinaga, Victory Rajani Sinuhaji, Ribka Dameria Sinuhaji, Ribka Dameria Br Siregar, Anisa Rahmadani